Mentoring/Research Philosophy :

“For things to reveal themselves to us, we need to be ready to abandon our views about them.” - Thich Nhat Hanh, Being Peace. This quote encapsulates my approach to research and mentoring, emphasizing openness and adaptability. In alignment with Ayn Rand's (1961) philosophical principles, I appreciate the transformation of thoughts into actions. Rand stated, "The New Intellectuals will be those who take charge and bear responsibility; they will examine their own philosophical foundations, define their beliefs, harmonize their ideas for coherence and consistency, and then present to society a perspective on existence that the wise and virtuous can embrace" (Rand, 1961, p. 51). Personally, I see the significance of dissertation research in driving social change for a diverse audience. I bring elements of creativity, ecological theory, Socratic discussions, and mindfulness practices to the mentoring realm.

Valuing creativity as an artist, writer, and dancer, I believe in the creative process as a means to fulfill the quest for new experiences or states that are not easily attained (Arieti, 1976, p. 6). My research has focused on the effectiveness of creative therapies to foster healing and boost self-esteem (Brooke, 1995; 1997; 2007). Drawing inspiration from Jung (1966), who used art to enhance awareness and insight, I incorporate creative methods in mentoring dissertation researchers to illustrate problem areas and the application of theory in their work.

Utilizing the ecological model, a cornerstone of Bronfenbrenner's (1979) work, I aim to elucidate individual knowledge, growth, and competencies based on societal guidance, support, and structure. This theoretical framework guides me in developing effective mentoring strategies to transition learners from novice researchers to expert methodologists and subject matter specialists. As a mentor, I assist novice researchers in identifying gaps in the literature, addressing issues or unique phenomena under study rigorously and scientifically to enhance the credibility of their work. Moreover, I aspire for learners to bridge research gaps, contribute to professional literature, and effectuate social change through their findings.

As an expert in both quantitative and qualitative research approaches, I bring a comprehensive understanding of various methodologies to my mentoring practice. This expertise allows me to guide learners in selecting and applying the most appropriate methods for their research questions, ensuring robust and credible results. I successfully help novice researchers become experts by focusing on several key areas. Firstly, I assist learners in strengthening key arguments in their dissertations. This involves critically evaluating their research questions, hypotheses, and theoretical frameworks to ensure they are well-founded and compelling. By providing detailed feedback and encouraging rigorous analysis, I help them develop strong, coherent arguments that stand up to academic scrutiny. Secondly, I emphasize the importance of maintaining research alignment throughout the dissertation process. This means ensuring that all components of the research—from the literature review to the methodology and data analysis—are consistently aligned with the research questions and objectives. I guide learners in regularly revisiting their research goals and adjusting their approach as necessary to maintain this alignment, which is crucial for producing a cohesive and focused dissertation. Thirdly, I use collaboration as a tool for professional identity development. By fostering a collaborative environment, I encourage learners to engage in discussions, share their ideas, and receive constructive feedback from peers and mentors. This collaborative process not only enhances their research skills but also helps them develop a professional identity as researchers. Through these interactions, they learn to articulate their research contributions, defend their methodologies, and position themselves within the academic community. My mentoring approach is designed to support novice researchers in their journey to becoming experts. By strengthening their key arguments, maintaining research alignment, and using collaboration to foster professional identity development, I help them achieve their academic and professional goals.

As a dissertation mentor, my role is to help learners translate the unknown into practical applications for real-world settings. Engaging learners in critical conversations, I echo Friere's (1971) view that true dialogue necessitates critical thinking, perceiving reality as a dynamic process of transformation rather than a static entity, integrating thought with action, and embracing temporality fearlessly. Together, we embark on the dissertation journey. Committed to learners' advancement, I advocate for the publication and presentation of their work to empower them as agents of social change in their respective fields. Mentoring, for me, is a spiritual practice guided by mindful meditation. Sharing meditation insights and techniques often motivates learners to persist in their dissertation pursuits and manage associated anxieties. Guiding a learner's dissertation research is a privilege, and I often maintain mentoring relationships long after graduation.

References

Arieti, S. (1976). Creativity: The magic synthesis. Basic Books.

Brooke, S. L. (1995). Art therapy: An approach to self-esteem and self-awareness. Charles C Thomas Publisher.

Brooke, S. L. (1997). Creativity and art therapy: Critical perspectives. Charles C Thomas Publisher.

Brooke, S. L. (2007). The use of the creative therapies with sexual abuse survivors. Charles C Thomas Publisher.

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.

Friere, P. (1971). Pedagogy of the oppressed. Herder and Herder.

Jung, C. G. (1966). The spirit in man, art, and literature. Princeton University Press.

Rand, A. (1961). For the new intellectual: The philosophy of Ayn Rand. Signet.

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